The book, Project-Based Learning Using Information Technology, was originally published by the International Society for Technology in Education. The copyright was returned to its author David Moursund in January, 2016. You can now download a free copy of the book in PDF or Microsoft Word format.

This book is about project-based learning (PBL) in an Information and Communication Technology (ICT) environment. The book is designed for teachers who want to implement PBL using ICT in their classrooms. Teachers who do this will gain increased understanding of ICT alongside their students.

PBL has long been a teaching tool of many teachers. PBL is enhanced by routine use of ICT, so it is now a vehicle for learning “traditional” subject matter content and for learning how to use ICT effectively. The overarching goal of this book is to help students learn to use their minds (higher-order thinking and problem-solving skills) and ICT effectively as they plan and carry out complex projects.

The book, Project-Based Learning Using Information Technology, was originally published by the International Society for Technology in Education. The copyright was returned to its author David Moursund in January, 2016. You can now download a free copy of the book in PDF or Microsoft Word format.

This book is about project-based learning (PBL) in an Information and Communication Technology (ICT) environment. The book is designed for teachers who want to implement PBL using ICT in their classrooms. Teachers who do this will gain increased understanding of ICT alongside their students.

PBL has long been a teaching tool of many teachers. PBL is enhanced by routine use of ICT, so it is now a vehicle for learning “traditional” subject matter content and for learning how to use ICT effectively. The overarching goal of this book is to help students learn to use their minds (higher-order thinking and problem-solving skills) and ICT effectively as they plan and carry out complex projects.

This free book is written for people who are interested in helping children improve their problem solving skills through use of games. The goal is to help students of all ages get better at problem solving “across the curriculum.” In teaching about problem solving, the book draws on both off-computer and on-computer games.

The intended audience includes preservice and inservice teachers, parents and grandparents, and all others who want to learn more about how games can be effectively used in education. The book includes a number of activities for preservice and inservice teachers, and a number of activities to use with K-12 students.

This free book is written for people who are interested in helping children improve their problem solving skills through use of games. The goal is to help students of all ages get better at problem solving “across the curriculum.” In teaching about problem solving, the book draws on both off-computer and on-computer games.

The intended audience includes preservice and inservice teachers, parents and grandparents, and all others who want to learn more about how games can be effectively used in education. The book includes a number of activities for preservice and inservice teachers, and a number of activities to use with K-12 students.

This book focuses on the objective and subjective ways in which people arrive at and then act out decisions. The concepts of objective validity and subjective credibility play important roles in this determination.

Objective validity emerges out of rational research-based processes. The word valid is used in two somewhat different ways:

Valid concepts, conclusions, or measurements are logically or factually sound. They are based on good reasoning, information, or judgment.

A research instrument or test is considered valid if it measures what it is purported to measure.

Subjective credibility focuses on a belief that a person who made an allegation about a phenomenon is believable and can indeed be trusted with reference to the allegation.

This book explores the validity and credibility challenges that 21st century students and adults confront as they cope with this flood of information coming from the global reach of the Internet and the rapidly increasing number of television channels and radio stations. Students must learn to recognize the bias that individuals or advocacy groups reflect in their materials.